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The Florida Center for Reading Research has a ton of lesson plans and activities!

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The Florida Center for Reading Research has a ton of lesson plans and activities!

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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This link on readingrockets.org provides helpful information about the science of reading, how to understand research studies, and how to use this research in the classroom! 

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This link on readingrockets.org provides helpful information about the science of reading, how to understand research studies, and how to use this research in the classroom! 

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Get the basics on the science of reading (SOR), how to understand research studies, and what it means for classroom instruction.

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Readingrockets.org and heggerty.org resources on the Science of Reading- Chelsea Dunderdale.

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Readingrockets.org and heggerty.org resources on the Science of Reading- Chelsea Dunderdale.

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More helpful teaching resources based on research from the science of reading! (My favorite is 6- Print-to-Speech and Speech-to-Print: Mapping Early Literacy by Jeannine Herron, et al.)

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More helpful teaching resources based on research from the science of reading! (My favorite is 6- Print-to-Speech and Speech-to-Print: Mapping Early Literacy by Jeannine Herron, et al.)

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11 Science of Reading Resources Every Educator Should Know About

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This blog post provides eleven additional resources related to the Science of Reading. It includes podcasts, infographics, websites, webinars, articles, eBooks, and books that educators can use to improve their knowledge about the Science of Reading. Resources such as Melissa and Lori Love Literacy Podcast, Sold a Story Podcast by American Public Media, and What Works Clearinghouse website are highlighted in this post.

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This link provides various activities for kids and parents to work at home on phonemic skills, phonics skills, vocabulary, reading fluency, and comprehension. These activities are also suitable to use for activities in the classroom. - Li Ting

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This link provides various activities for kids and parents to work at home on phonemic skills, phonics skills, vocabulary, reading fluency, and comprehension. These activities are also suitable to use for activities in the classroom. - Li Ting

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This link suggested 7 ways to encourage children to write- Li Ting

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This link suggested 7 ways to encourage children to write- Li Ting

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7 Great Ways to Encourage Your Child's Writing

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If your child struggles with writing, it's important to find new and exciting ways to encourage her to write. Here are some creative strategies to try.

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Great link for 6+1 Writing Assessments (Susan Kelly)

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Great link for 6+1 Writing Assessments (Susan Kelly)

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I used this link for another class but I found it so useful that I thought everyone should have it :)

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Best Practices for Screening (Susan Kelly)

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Best Practices for Screening (Susan Kelly)

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This article has other useful links to explore as well!

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American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: AERA Publications.

Arab-Moghaddam, N., & Sénéchal, M. (2001). Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals. International Journal of Behavioral Development, 25, 140-147.

August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academy Press.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Erlbaum.

Baker, S. (2006, March). English language learners and reading first: Some preliminary evidence of effectiveness. Paper presented at the CORE Literacy Leadership Summit, San Francisco, CA.

Baker, S., Gersten, R., Haager, D., & Dingle, M. (2006). Teaching practice and the reading growth of first-grade English learners: Validation of an observation instrument. Elementary School Journal, 107, 199-219.

Baker, S. K., & Good, R. (1995). Curriculum-based measurement for English reading with bilingual Hispanic students: A validation study with second-grade students. School Psychology Review, 24, 561-578.

Bialystok, E., & Herman, J. (1999). Does bilingualism matter for early literacy? Bilingualism: Language and Cognition, 2, 35-44.

Chiappe, P., Glaeser, B., & Ferko, D. (2007). Speech perception, vocabulary and the development of reading skills in English among Korean- and English-speaking children. Journal of Educational Psychology, 99, 154-166.

Chiappe, P., & Siegel, L. S. (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91, 20-28.

Chiappe, P., & Siegel, L. S. (2006). A longitudinal study of reading development of Canadian children from diverse linguistic backgrounds. Elementary School Journal, 107, 135-152.

Chiappe, P., Siegel, L. S., & Gottardo, A. (2002). Reading-related skills in kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23, 95-116.

Chiappe, P., Siegel, L., & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.

Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303.

Dominguez de Ramirez, R., & Shapiro, E. S. (2006). Curriculum-based measurement and the evaluation of reading skills of Spanish-speaking English language learners in bilingual education classrooms. School Psychology Review, 35, 356-369.

Fitzgerald, J. (1995). English-as-a-second-language learners' cognitive reading processes: A review of research in the United States. Review of Educational Research, 65, 145-190.

Geva, E., & Yaghoub-Zadeh, Z. (2006). Reading efficiency in native English-speaking and English-as-a-second-language children: The role of oral proficiency and underlying cognitive-linguistic processes. Scientific Studies of Reading, 10, 31-57.

Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Part IV: Reading and foreign language learning: Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 121-154.

Gottardo, A. (2002). The relationship between language and reading skills in bilingual Spanish-English speakers. Topics in Language Disorders, 22, 46-70.

Hsia, S. (1992). Developmental knowledge of inter- and intraword boundries: Evidence from American and Mandarin Chinese speaking beginning readers. Applied Psycholinguistics, 13, 341-372.

Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559-578.

Leafstedt, J. M., Richards, C. R., & Gerber, M. M. (2004). Effectiveness of explicit phonological-awareness instruction for at-risk English learners. Learning Disabilities: Research & Practice, 19, 252-261.

Lesaux, N., & Siegel, L. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005-1019.

Limbos, M. (2006). Early identification of second language students at risk for reading disability. Dissertation Abstracts International, 66 (10-A), 3566A.

Limbos, M., & Geva, E. (2001). Accuracy of teacher assessments of second-language students at risk for reading disability. Journal of Learning Disabilities, 34, 136-151.

Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in grades K-2 in Spanish-speaking English language learners. Learning Disabilities Research & Practice, 19, 214-224.

Miller, J. F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L., & Francis, D. J. (2006). Learning Disabilities Research & Practice, 21, 30-43.

Mumtaz, S., & Humphreys, G. W. (2001). The effects of bilingualism on learning to read English: Evidence from the contrast between Urdu-English bilingual and English monolingual children. Journal of Research in Reading, 24, 113-134.

Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246-256.

Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R. D., & Berninger, V. W. (2002). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40, 85-111.

Swanson, H. L., Sáez, L., & Gerber, M. (2004). Do phonological and executive processes in English learners at risk for reading disabilities in grade 1 predict performance in grade 2? Learning Disabilities Research & Practice, 19, 225-238.

Townsend, D., Lee, E., & Chiappe, P. (2006). English or Spanish? The efficacy of assessing Latino/a children in Spanish for risk of reading disabilities. Paper presented at the meeting of the Society for the Scientific Study of Reading, Vancouver, BC, Canada.

Verhoeven, L. (1990). Acquisition of reading in a second language. Reading Research Quarterly, 25, 90-114.

Verhoeven, L. T. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313-330.

Wang, M., & Geva, E. (2003). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16, 325-348.

Wiley, H. I., & Deno, S. L. (2005). Oral reading and maze measures as predictors of success for English learners on a state standards assessment. Remedial and Special Education, 26, 207-214.

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Studies show that screening English language learners for abilities in phonological processing, letter knowledge, and word and text reading will help identify those who are progressing well and/or who require additional instructional support.

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This link provides seven strategies for improving text comprehension. It also provides graphic and semantic organizers to support students when they are reading. -Jie Chen

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This link provides seven strategies for improving text comprehension. It also provides graphic and semantic organizers to support students when they are reading. -Jie Chen

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Seven Strategies to Teach Students Text Comprehension

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Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension.

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Here are a couple websites to find great nonfiction texts for all grades! On both of these sites, you can get the same article in multiple Lexile levels. A great way to differentiate and give each student the same content. The texts are also engaging to students and you can easily find texts that appeal to your students interests!

Newsela also has text sets created, so there are lots of texts related to one topic. They also have multiple choice and short response questions made too. A lot of the text sets come with videos as well.

Story works has this great feature called “mini reads” which I use a lot for students that need comprehension practice, but do not yet have the stamina to read lengthy texts.

https://storyworks.scholastic.com/

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Newsela ELA

Drive meaningful student outcomes with content-rich literacy instruction

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Prepare the next generation of citizens with relevant and responsive materials, all in one place.

Newsela Science

Integrate science and literacy to inspire the scientist in every learner.

Formative

Bring educators together for collaborative daily instruction and assessment.

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We take authentic content from the world's most trusted providers and turn it into learning materials that are classroom-ready.

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IReady Reading is beneficial to students because they can do it at home and it is individualized instruction and supports the needs of all learners, adjusting to your level as you go. It is engaging for children so they enjoy doing it while learning at the same time.

-Nicole Filiberti

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i‑Ready supports English Learners

English Learners come from a variety of learning backgrounds, experiences, and communities. provides them with engaging grade-level content and scaffolded support that help them achieve academic success.

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i-Ready Reading: Achieving Growth for All Students | i-Ready

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English Learners come from a variety of learning backgrounds, experiences, and communities. provides them with engaging grade-level content and scaffolded support that help them achieve academic success.

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Reading comprehension strategies- Alicia Leone

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Reading comprehension strategies- Alicia Leone

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Based on research and effective practice, these strategies help students learn how to coordinate and use a set of key comprehension techniques before, during, and after they read a variety of texts.

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The swift structure approach in this article is a great way to help students add details to their writing that supports the thesis.-Alicia Leone

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The swift structure approach in this article is a great way to help students add details to their writing that supports the thesis.-Alicia Leone

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Four Strategies for Effective Writing Instruction (Opinion)

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Three educators share their best ideas on K-12 writing instruction, including writing frames and graphic organizers.

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I am attaching a Reading Rockets article that has several videos from Linda Farrell. She focuses on struggling readers and gives great insight on how we can better support them. -Brianna Bolettieri

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Working with Struggling Readers - Every Child Can Succeed

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Linda Farrell talks about her role as a reading intervention specialist, and what more than 20 years of experience working with kids, teachers, and schools has taught her about the potential of struggling learners - that with the right instruction (and patience) every child can become a better reader.

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Shanahan on Literacy - shanahanonliteracy.com

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Shanahan on Literacy - shanahanonliteracy.com

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As someone who loves to look at literacy from every angle, I appreciate the insights Timothy Shanahan shares on his website. His blog covers copious topics in the realm of literacy education and offers an inviting forum for discourse among educators.

-Cara Tully

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Teacher question: Our reading program has us evaluating students on several strategies and reading skills (e.g., orienting, predicting, monitoring, story elements, identifying point of view, word solving, retelling, inferring character traits, determining theme). It provides grade level rubrics so that we can tell the difference between whether students are doing 4th grade or 5th grade work. We are also encouraged to have the students themselves self-assess their progress on these elements. The idea is that we are to use these evaluations to help students see where they are. Is this kind of t...

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Literacy Education | Shanahan on Literacy

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Tim Shanahan is a premier literacy educator in reading instruction and comprehension. He is a Public Speaker and Advocate for Literacy Education. Contact us for more information!