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All About Mrs. Hudson

Howdy! I am so excited to be a part of the Decker Prairie family! I am one of the Reading Specialists at Decker Prairie Elementary School. Reading is my passion and I love instilling the love of reading in children.


I was born and raised in Spring, Texas. I graduated from Klein Oak High School and went on to attend Texas A&M University in College Station. Whoop! I graduated with a Bachelors Degree in Interdiciplinary Studies from Texas A&M.  I then received my Masters of Education in Reading from Sam Houston State University.  


I am currently in my tenth year of teaching and truly have a passion for the education of young children. Over the past ten years, I've taught first and second grade as well as served as an ESL Specialist. I believe that every child has a talent and can succeed! 


My husband Kenny and I have an energetic, fun-loving toddler named William and a beautiful newborn baby girl named Grace.  We have an Australian Shepard, Sadie, who loves to run, swim, and play all day!  


When I am not teaching, I  am busy chasing my son around! I also love to spend time with my family and friends, take my dog for walks, read, bake, run, and watch Aggie football! Gig 'em! 


Recent Posts

Ways to Support Your Child's Writing Life

  1. Ask your child to tell you stories, and help them structure the stories into a beginning, middle, and end format. Your interest will inspire him/her to want to add the details that make it a story, and telling stories is an important precursor to writing stories.
  2. Tell your child stories–ones from your childhood, ones from your days– He/she will love hearing about your life, and listening to stories will help develop the understanding of how to tell stories.
  3. Share any form of writing you do with your child–lists, notes, letters–they all help children realize the importance of writing.
  4. Give your child opportunities to tell you about what they know. If your child is an expert at Legos, encourage him/her to tell you about it. The more organized the explanation, the better, as this practice will help him/her develop informational writing pieces.
  5. Encourage your child to persuade or argue with reasons and evidence. Need a new pair of shoes? Convince me! Why do you need a new pair of shoes, and how can you tell? What will happen if you don’t get a pair of new shoes? How will your life improve? This sounds silly, but this type of thinking and speaking will dramatically help your child when s/he’s learning to write opinion pieces.
  6. Point out the revision process in anything you do together. If you are building blocks, sometimes, you make a different decision about the foundation. If you are cooking, you might add more salt. If you are painting a picture, you might need to start over. These are revision decisions that build flexibility of thought and are critical for writers of all ages and stages.
  7. Read. Read more. Stop and gasp when you read something beautiful. Stop and laugh when you read something funny. Stop and groan when you read something goofy. Your child will pick up on craft moves and amaze you because they will show up in his/her writing. Make the question “How did the writer do that?” part of your repertoire as you read with children.

Flyer Writing camp 2017

Are you creative?  Do you think of stories, poems, and scripts when you experience life?  Would you just LOVE to publish?


If the answer is yes and you have completed 3rd grade, please join us at Writing Camp!  Sixty seats are available for students who will be enrolled in grades 4-8 during the 2017-18 school year.  Writing books will be provided and students should bring snacks and bottled water to the camp for mid-morning.  Please complete the following form and return it with a check in the amount of $50.00 made out to Tomball ISD to your Reading Specialist or Language Arts teacher no later than May 26th

Parents, this is a great summer reading program that is offered here in Houston through the University of St. Thomas.  I have had several students go through this Summer program in the past and they truly enjoyed it!  Please let me know if you would like any further information.

New Year's Resolution: Help Your Kids Do Great in School


Did you know that kids whose parents are involved in their education have better grades, a better attitude toward school, and more appropriate school behavior than those with less involved parents? Consider trying a few of these tips — and make a big difference!

Tip 1: Get involved

  • Visit your child's classroom when you bring your child to school.
  • See if your school offers any workshops for parents, and arrange to go!

Tip 2: Check on homework

  • Talk to your child each day about homework.
  • Help your child manage the workload by dividing assignments into smaller parts.
  • Give your child a good place to study-away from TV, phone, or loud music.
  • Do not use homework as a punishment; include it as part of the daily routine.

Tip 3: Make home a good place for learning

  • Praise and encourage your child.
  • Be a role model for getting work done before play.
  • Establish a homework routine-same time, same place, every day.
  • Most importantly, read to your child or have him read to you every day.

DPES Math and Science Night!



WHEN: January 26, 2017

TIME: 6:00-7:30

WHAT: Come have a fun filled night of learning with your family. 

You will use math and science to make a lava lamp, snow, ice cream and much more!

Tomball Papa Johns will be selling pizza and drinks.


 Download a free QR reader to your phone to skip the line when the doors open!

Study Shows Children Who Read Grow up to Earn More

We’re always celebrating the benefits of reading here at FRA, and now according to a study published in the Economic Journal, you have even more reason to instil a love of reading into your children! Economists from the University of Padua in Italy studied 6,000 men from nine European Countries in the mid-twentieth century, and categorised those men according to how many books were at home while they were grown up, and according to the study the more books at home, the more your earning potential as an adult!


Subjects were sorted according to whether they had fewer then 10 books at home, a shelf of books, a bookcase with up to 100 books, two bookcases, or more than two, and the study estimated the effect of education on lifetime earnings. The study also distinguished between individuals who lived in rural or urban areas during their childhood.

The study showed that in rural areas it’s school reforms that have the most effect on individuals, but that those with many books at home enjoyed substantially higher returns to their additional education.

Overall, an extra year of education was found to increase a man’s lifetime earnings by around 9%. However when broken down further, those with little access to books at home only saw a 5% rise, while those with big libraries to choose from saw a 21% rise. Reading was also tied to a great propensity for change, those that read more were prepared to move to cities with better opportunities, while those with few books at home were less likely to move away.

Researchers did state that a home filled with books indicates advantageous socio-economic conditions, but whatever the reason those with books at home did better.

All parents want their child to do well in school. One way to help your child is to help them build their vocabulary. Beginning readers use knowledge about words to help them make sense of what they're reading. The more words a reader knows, the more they are able to comprehend what they're reading or listening to.

Talking to and reading with your child are two terrific ways to help them hear and read new words. Conversations and questions about interesting words ("The book says, 'The boy tumbled down the hill,' and look at the picture! How do you think he went down the hill?") are easy, non-threatening ways to get new words into everyday talk.

Sharing a new word with your child doesn't have to take a long time: just a few minutes to talk about the word and then focus back on the book or conversation. Choose which words to talk about carefully — choosing every new word might make reading seem like a chore. The best words to explore with your child are ones that are common among adult speakers but are less common to see in the books your child might read.

When introducing new words to your young learner, keep the following four helpful hints in mind:

First, provide a simple, kid-friendly definition for the new word:

Enormous means that something is really, really big.

Second, provide a simple, kid-friendly example that makes sense within their daily life:

Remember that really big watermelon we got at the grocery store? That was an enormouswatermelon!

Third, encourage your child to develop their own example:

What enormous thing can you think of? Can you think of something really big that you saw today? That's right! The bulldozer near the park was enormous! Those tires were huge.

Lastly, keep your new words active within your house.

Over the next few days and weeks, take advantage of opportunities to use each new vocabulary word in conversation.

Take the time to share new words and build your child's vocabulary. You'll be enormouslyglad you did!



Parents as Coaches!

DPES is looking for volunteers for our Parents as Coaches program! Parents as Coaches are weekly parent volunteers that work with small groups of students in a classroom for thirty minute increments. A language arts or math activity/game will be provided for the parent to play with the students. We believe that our community and parents play a significant role in our students’ success. All volunteers will need to submit and pass the district background check on the TISD webpage. If you are interested in volunteering for the Parents as Coaches program, please contact Mrs. Hudson at or complete the application form at

Having stamina for something means being able to stick with something for periods of time. This stamina, or endurance, builds strength. Stamina can apply to lots of different areas, such as exercise or painting. It can also apply to reading.

Teachers often think about a student's reading stamina. Reading stamina is a child's ability to focus and read independently for long-ish periods of time without being distracted or without distracting others. Reading stamina is something that parents can help students develop. Here's how:

  1. Vary the way the reading is done. Parents can think about this in terms of having their child "read to himself, read to someone, and listen to reading." Some combination of the three should make up the reading time, especially for new or struggling readers.
  2. Choose "just right" books. If your child is at a stage of being able to read alone, help him choose books that he is able to read independently. This means he should be able to decode almost every word in the book correctly. In this situation, avoid using books that are too difficult to read alone. If your child will be reading with you, choose books that are lively and engaging.
  3. Set reasonable goals. Most toddlers and preschoolers find it difficult to sit for long periods of time, even with the most engaging book! When starting out, limit book time to just a few minutes and work up from there. For elementary aged readers, consider starting with 10-15 minutes of reading time, and work up from there. Add a few minutes to your reading time every week or so.
  4. Celebrate progress. Without getting too caught up on the number of minutes spent reading, celebrate the time that is spent reading. Share your favorite parts of books read, plan the next visit to the library, and share progress with other family members.

Spending longer periods of time reading means fewer interruptions and more time reading what you love. As your child moves into higher grades, having reading stamina will help your child navigate the longer texts and assignments. Using these tips can help develop more stamina in your reader.



Learning to read is complex


Reading is a complex process that draws upon many skills that need to be developed at the same time. Marilyn Adams (1990) compares the operation of the reading system to the operation of a car. Unlike drivers, though, readers also need to:

  • Build the car (develop the mechanical systems for identifying words)
  • Maintain the car (fuel it with print, fix up problems along the way, and make sure it runs smoothly)
  • And, most importantly, drive the car (which requires us to be motivated, strategic, and mindful of the route we're taking)

Cars are built by assembling the parts separately and fastening them together. "In contrast, the parts of the reading system are not discrete. We cannot proceed by completing each individual sub-system and then fastening it to one another. Rather, the parts of the reading system must grow together. They must grow to one another and from one another."(Adams et al., 1990, pp.20-21).

The ultimate goal of reading is to make meaning from print, and a vehicle in good working order is required to help us reach that goal.

Excerpt from